Brief
Development
Level 6
Team Solutions
The Auckland University
Learning Intentions
• Understanding the curriculum thinking behind
brief development
• Develop teaching and learning strategies for
brief development
• Know how to formulate a conceptual
statement, identifying a need and or
opportunity and how to write a performance
specification
• Developing an assessment schedule
Brief development is….
• One of the components of the three strands of
the revised technology curriculum in The New
Zealand Curriculum (2007). They provide
explanations of the knowledge and/or
practices underpinning each of the eight
components from which the technology
achievement objectives have been derived.
Reading: Brief Development
• Discuss with others the one key aspect that
resonated with you from the reading of the
Brief Development explanatory paper.
• Abstract
• The purpose of this explanatory paper is to clarify and define what a
brief is and how it is developed as part of Technological Practice. It
presents the component descriptor, the key ideas underpinning it,
and illustrative examples of these from technology and technology
education.
• A brief in technology is defined as a succinct
guiding document that is comprised of a
conceptual statement that communicates, via any
appropriate means (e.g. through oral, written,
graphical means), the focus and justified purpose
of the Technological Practice to be undertaken to
develop a Technological outcome. That is, an
explanation for what is to be done and why it
should be done. This statement is based on
findings from the exploration, and analysis of the
context and issue from which the need or
opportunity driving the project has been
identified.
Curriculum level 6
What needs teaching?
Pedagogical strategies?
• Discuss in groups what you believe needs
teaching?
1. Literacy
What do these words mean?
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Brief specifications
Conceptual statement
Attributes
Specifications
Context
Issue
Stakeholders
Activity:
Match up questions
with answers in pairs
2. Washing Line Strategy
• Aim to generate discussion and thinking
around a process for brief development
Activity:
1. Using all the words arrange them into an order of
process you would expect a student to carry out
brief development.
2. Next each team member is allowed to move one
word in the order and justify the change. Eventually
a “process” for brief development should be agreed
upon. If any words are part of the same process
they can be placed together.
3. Blank cards are for each group to decide on an
aspect that is missing.
4. Using the action words place them next to the
relevant process.
Context
t
Issue
Conceptual
statement
Explore/r
esearch
Tell a story
Attributes
Alternative use of strategy
• Hand out one colour of post it notes with the
words
• Another colour for the actions.
• In groups develop a process by sticking the
post it notes to the washing line.
An example: yellow for the main concepts/words, blue for action
3. Pet project
• Read the article
• In groups make
assumptions how the
couple developed their
brief for pet coffins
• Record thoughts on given
sheet
4. Reverse brief strategy
Developing a brief in reverse
Possible attributes:
Must be efficient when using all citrus fruits
Light to hold
Comfortable to use
Safe to use in dishwasher
Easily cleaned
Hygienic
Minimal maintenance
Minimal impact on earth’s footprint
No fussy parts
Traditional style
• Write down the physical and functional
specifications, these are measurable.
• Develop a conceptual statement
• What are the attributes?
• How about possible contexts and issues?
Specifications:
Length 160mm
Eight groves that taper from the tip to a length of
90c mm.
Recycled rimu - sustainable
Shaped handle..
Can be used on all citrus fruits
Easy to clean
Natural finish
Manufactured from one piece
Clean lines
etc
Example of a conceptual statement:
Try other technological outcomes
Writing a conceptual statement and
attributes
• Work in groups
• Use an article/research to allow students to
discuss and identify a need or realise an
opportunity
• Write a conceptual statement that tells a story
about what is to be done and why it should be
done
• What are the desired attributes?
Writing a conceptual statement
• A brief is a short, clear statement, which describes the
problem to be solved.
• The brief could include some background information
of the problem.
• Details of how the need has come about.
• Why you think it is a good problem to pursue.
• It must state whom you are solving the problems for.
• It must allow for a wide variety of solutions.
• Consider the 5 W’s, who, where, what, when, why.
• It should not describe the outcome.
Example of a conceptual statement
Occasionally it is necessary to open the top of a
soft drink bottle at home before consuming the
contents. I have examined a variety of bottle
openers which are sold in local shops but have
found them to be either too expensive or
unattractive in their design. I have yet to find
the particular type of bottle opener shape that
I want.
Continued…
I intend to design and develop a pocket size
bottle opener which will be comfortable to
hold. The bottle opener will be made from mild
steel and the handle may be plastic coated in
order in order to produce a comfortable grip.
The opener may even have a leather strap in
order for it to be hung up when not in use.
Possible attributes
The handle of the bottle opener has to be comfortable to
hold.
· The bottle opener has to be able to open the top of the
bottle.
· The bottle opener has to be pocket size.
· The opener has to be strong enough not to break when in
use.
· The opener shape must be interesting.
· The opener can not have any dangerous sharp corners or
edges.
· The opener may be hung up when not in use.
· The opener will be made from mild steel.
· The opener may be plastic coated or painted to protect it and
to make it comfortable to use.
· The opener handle may incorporate wood or plastic.
· The opener may have to open a variety of sizes of bottle tops.
Teacher given context/issue
Context
Issue
Storage
Transporting personal
items
Preserved food
Excess fruit
Website
Promoting the school
Assessment at CL 6
AS 991044 (1.1)
Undertake brief development to address a need
or opportunity
4 credits
Also 4 credits literacy
Internal assessment
Merit
Achieved
Explanatory note 2
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Undertake brief development to address a need or opportunity involves:
identifying a need or opportunity as a result of exploring the given context and issue
reflecting consideration of the social and physical environment
reflecting key stakeholder’s opinion
describing the outcome to be developed
identifying the physical and functional attributes needed for the outcome
producing a final brief comprised of a conceptual statement and specifications.
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Undertake detailed brief development to address a need or opportunity involves:
explaining how the need or opportunity is derived from the issue
reflecting iterative consideration of the social and physical environment and key
stakeholder’s opinion
describing the purpose of the outcome, within the intended environment
explaining the physical and functional attributes needed for the outcome.
Excellence
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Undertake comprehensive brief development to address a need or opportunity
involves:
justifying why such an outcome should be developed
justifying why the identified physical and functional attributes are needed for the
outcome.
Activity: Questions for directions
1. Number each bullet point for achieved from A to F
2. Look at criteria for merit. Match up the numbers so
is the first bullet point a 1, 2 or 3?
3. Do the same for Excellence.
4. Write a question for each criteria
Achieved
Merit
Excellence
Assessment schedule
Evidence judgements for achieved
• The student undertakes brief development to address a
student-identified need or opportunity for a personal
storage solution.
• The student explores the given context (storage) and issue
(transporting personal items).
• For example, the student explores different types of
personal storage solutions, what they are storing, the
purpose of the means of storage in relation to the end user
and where they are used.
• The student identifies a need or opportunity connected to
the context and issue in consultation with stakeholders.
• For example, the need to carry books and PE gear to school.
Step ups to Level 2 NCEA
Contact details
Lesley Pearce
l.pearce@auckland.ac.nz
www.technologynz.wikispaces.com